Thursday, 20 September 2018

On love across a language barrier

The majority of both my long- and short- term relationships have been across a national boundary. Long term I've lived with Greeks, Germans, and Czechs, all of whom have been fluent in conversational English. Short term I've had a couple flings where I've had to rely heavily on the medium of a bilingual dictionary.

First thing to say is that if you love languages, then the experience of getting up close and personal with the speech organs of a non-native speaker is extremely sensual. Indeed, even more so when they are limited to their own tongue. All you have to do is listen to the language used by phoneticians to describe the position and movement of these organs during the act articulation to realise just how carnal the act of speaking actually is.

For a start there are rhotic and non-rhotic accents of English depending on whether the /r/ sound is consistently pronounced when present. In rhotic accents like my own Scottish version of English, the /r/ in words like carpet, work and bird is pronounced as a explosive tap of the tongue against the hard-flesh ridge where the teeth meet the palette. In Spanish, the /r/ in equivalent contexts would be trilled by holding it in position against this ridge, and passing a fast-moving current of air over it until it begins to quiver. In American and Irish English, you simply get a slight tongue curl back in the direction of the soft palette like the end of particularly extravagant lick.

As the most exposed of the speech organs, the lips present the most visually thrilling aspect of articulation. And here too the language used to describe their movements and contact with other speech organs is highly graphic. 


Let's stick with consonants for the time being. Whereas vowels are characterised by the free movement of air through the mouth, consonants momentarily impede or block this movement. Sometimes the air is partially blocked, as is the case with the infinitely sensual labio-dental fricatives /f/ and /v/. As the name suggests, these sounds are formed by biting the bottom lip gently enough to allow air to escape only under pressure. Pressure builds up behind the narrow opening and is released slowly under a degree of friction, greater or lesser depending on the strength of that bite.

At other times, the lips are responsible for the sudden release of tension, as is the case with the bi-labial plosives /b/ and /p/. Air pressure mounts behind the sealed lips which suddenly yield and part with a burst of sound.

And then there are the vowels. There are twelve monophthongs or short vowels in Southern British English. They differ in terms of the position of the tongue and the lips. The tongue can be high or low; front or back within the mouth. The lips can be pursed or spread. For vowels articulated with a low tongue position and spread lips, like the /a/ in cat, the viewer has maximum access to the speaker's mouth, and can clearly see the tongue lying broad and flat. For pursed-lip vowels in which the tongue is high in the mouth, like the /u:/ in blue, the lips are neatly puckered up as if ready to kiss.

So far I've mostly been describing the mechanics of producing English language sounds. But of course, speakers of languages other than English produce sounds which are entirely absent from this repertoire. And it is precisely these sounds that exert the greatest fascination for me, for the speaker is manipulating their speech organs in a way which is entirely novel. Normally, we don't get close enough to speakers to notice these movements. But with the proximity which romantic intimacy allows, we can not only see these differences, but can request private shows in the form of slow motion replays.

Take for example the Spanish sound /β/ in the middle of the word lobo. The so-called voiced bilabial fricative is one of the most characteristic sounds in Spanish, and one wholly absent from English. Whereas we have a /v/ sound where the teeth are clearly visible on the bottom lip, Spanish speakers can make an approximation to this sound using their lips alone. 

The result for a English-speaking lover poised on an barstool in close proximity is instant fascination. Here is a mis-match between the sound that you hear and the position of the speakers' lips. An anomaly that you notice precisely because as a lover, you spend a great deal of time focused upon those lips in anticipation of pending intimacy. 

With this realisation, your attention becomes ever more trained on their lips in an attempt to better understand how they can produce the illusion of /v/ with their lips alone. Your comprehension of content drops off as the language you are exposed to becomes less a stream of meaning than a bodily act, one in which soft tissues meet and part, alternately creating and releasing tension. Instinctively you begin to empathise with your lover's movements, to feel their muscle tone increasing as their lips spread and purse, as well as the tapped and flicked contact of their tongue against the soft tissue of their mouth. And then you give in and beg them for a demonstration, in slow motion of course, so that you might fully both satisfy your curiosity and sharpen your appetite for what might eventually occur when you both stop talking.

If this sounds like foreplay, then imagine what role the reading of poetry might play in the bed of international lovers? Above all other forms of literature, poetry showcases not only the sounds of a language, but also the rhythm. Through poetic devices such as alliteration, assonance, rhyme and meter, patterns of sound and rhythm are foregrounded in much the same way as the lover's fascinated gaze transforms bare conversation into a carnal act. It is the unique status of poetry that it yields nothing in terms of meaning to a listener unacquainted with the language, yet everything in terms of sound. In the international bed, poetry can only be a carnal and sensual act, one which focuses the lovers on the intimacy of each others' lips and tongue in an act of empathy.

Thursday, 13 September 2018

Fragment from a fairytale that contains the truth about the sorrow which haunts uncommon joy

“Apollo sir”, Rosenshild whispered one evening:  “You drive too fast your chariot across the sky”.

The sun was just dipping below the rooftops of the capital city and another day of perfect pleasure had come to an end too soon. Persifal, unable to resist the call of sleep, lay wrapped in a blanket on the floor of the treehouse. A light breeze fluttered the balcony curtain but Rosenshild did not see this.... For some time now he had looked on as brown, to gold, to rose then full-moon silver turned the colour of her skin. And now that Persifal was finally fast asleep, he was consumed both by happiness that she had found such peace, and sadness that he could no longer lose himself in the windows of her eyes.

Sometimes joy can be so overwhelming that it brings with it its own sorrow in the knowledge that it cannot last. No matter how deep he drank at the source of Persifal’s beauty, Rosenshild could not quench his thirst for more... and so even in the midst of the most perfect joy... as wave after wave of desire crashed upon his shore... a tiny part of his heart remained still, burdened with the sadness of an hour when all this must end.

Bitter and sweet, Rosenshild stretched out his hand to stroke Persifal’s golden hair, then blowing out the candle, he pulled the lambswool blanket tight around him and settled down into the darkness of the night.

Sunday, 9 September 2018

Maria - A poem

This little Greek, so rare a find,
her name should be a symphony!
She might have been a deity
but Oh!: Maria!
With such address will I her cover?
I think not:
‘Tis spread too far, ‘tis wore too thin
and thinner still
with every day
as yet another pious mother
takes a halo for her tears.
So full of grace?
This name is faceless! Base! Unfaithful to her pagan soul!
Maria, girl, you cannot be
so what address might I give thee?
Might I turn unto her tongue where rarities take shape?
‘Tis a language made to measure
fit, perhaps, to dress a treasure.
Now let me see…
Ourani, Irini, Elpidha, Sophia:
What wondrous forms these are!
But then again:
Could sky, peace, hope or truth
ever cover all of you?
So fine a form, so rare a find
with hidden depths, an open mind…
I cannot draw a line!
You are the one: a world to me
and I would need
a dictionary of Greek to find the words to cover thee.
And even then I fear
that though they had a word for it
those ancients never had enough to cover all of you.
What shall I do?
To make a world a symphony
I needs must turn to alchemy
then I might forge a language new
and hammer out a word or two
with sounds as deep as funeral bells,
to penetrate like armoured shells:
Two coins to place upon her eyes,
I’d pin her down with my design
her measure and her treasures mine.
But wait…
What terms are these?
Speaks my tongue my heart?
In play I pray I’ve chased her down this page.
But to what end?
To grasp?
To apprehend?
What mean these words?
What aim be mine:
Do I enshrine, do I enslave;
divine or maim with my design?
My alchemy is fantasy
and ‘tis best can never be:
Short change would I receive from coins that put her in a box.
That she should live beyond compare,
the one, a world, so fine and rare a find,
defiant of my pliant tongue,
is both my joy and my despair:
My life is full, my senses flood,
my heart feels fit to burst its blood red pulsing burden in a single breath:
My love’s address unto the world!
No sound resounds.
No name I’ve found.
Breast bound my joy in darkness dwells.
My tether’s end is white…
…  My tether’s end is white?
What’s this I find?
‘Tis death again!
Who moves this pen?
A day of play I said!
Not quite content to bury her
you’d throttle me instead?
Enough! I’ll put an end to this --
Where went my pen when last I mastered heart and voice?...
Ah yes:
“I would need a diction’ry”
Now I see.
Away this graven imag’ry!
Speak! my heart, and set us free!
Oh little Greek, Oh world I’ve found
Oh never ending diction’ry
Upon the wind of my desire
I see your precious pages fan
and flutter like a flock of dappled doves.
Thick with definitions writ, I read each one upon the wing,
and as they turn
I blow a kiss
then take a breath
then start to sing:
A Virgo pure yet mutable
    My element, unstable
A mine of hope, a dragon’s lair
    Athina’s owl with raven hair
A fleshy statue soft and strong
    A galaxy…
Will I go on?
Oh let me never cover you
but kiss you always on the wing
And make of my discoveries
An ever greater tapestry,
A symphony without a key,
A song for us to sing.
Notes
Line 5: “With such address will I her cover?”
This line plays on two meanings: to cover someone with an address means to give them a ‘title’ or ‘name’.  However, address can also be interpreted as ‘a dress’, i.e. an item of clothing. The idea that naming or understanding someone might involve imposing your own design on them is central to this poem.
Line 10: “as yet another pious mother”
           Pious: defined by false devotion.
Line 12: “So full of grace?”
From the first line of the rosary: a common catholic prayer: “Hail Mary full of grace.”
Lines 13-15: “Base!...thee?”
           Base: common
Thee is an old English way of saying ‘you’.
Line 32: “that though they had a word for it”
From: “The Greeks had a word for it”:  A common English figure of speech used when trying to find the right word.
          
Line 37: “then I might forge a language new”
           To forge: to shape metal.
Line 41: “Two coins to place upon her eyes”
In ancient cultures coins were placed on the eyes of the dead before burial.
Line 42: “I’d pin her down with my design”
           To pin down: literally, to trap; but also ‘to understand’.
           Design: Creation; but also ‘intention’, ‘will’, or ‘plan’.
Line 43: “Her measure and her treasures mine”
           To measure: to understand --  usually in order to control.
Lines 49-50: “grasp… apprehend”
Both these words mean to understand; but once again they suggest notions of control, possession and even violence.
Lines: 53-54: “Do I enshrine, do I enslave;
          divine or maim with my design?”
To enshrine: to hold sacred; to treasure; to place in a sacred position.
To divine: to perceive or to understand something as though by a supernatural power.
To maim: to injure or disable part of the body of a person or animal.
By this question I want to ask: if the common language we use to describe the process of understanding often suggests notions of possession, control and even violence, how innocently do we understand?   We often talk about the need to understand.  What aims do we seek to fulfil?:  to control the world?; to manipulate it to our advantage?  More importantly, how can we ourselves know the reasons why we seek to understand something when the language used to explain these reasons, to ourselves as well as others, is so ambiguous?  When in love we often use metaphors to describe our partner: my baby, honey.  Do we use such terms innocently or to deform the true nature of our love in order to shape it to our own needs?
Line 60: “Defiant of my pliant tongue”
           Defiant:  marked by resistance; challenging.
           Pliant:  easily modified; adaptable; flexible.
Line 68: “My tether’s end is white”
Tether: rope.  To be “at the end of one’s tether” means to be exasperated; to have failed.
Line 81: “Away this graven imag’ry!”
Graven: in this case ‘of the grave’; but also meaning ‘strongly fixed’.
Lines 93-95: “A Virgo pure yet mutable
             My element, unstable
         A mine of hope, a dragon’s lair”
Virgo, the virgin, is a mutable or changeable earth sign.
Element:  Unstable chemical elements, such as Uranium 235 emit radioactivity in the process of changing into other elements.  But element also means ‘the situation in which a person is happiest or most effective’.
Dragon’s lair: In mythology, usually a cave in which the dragon hides stolen treasure.
Line 103: “An ever greater tapestry”
Tapestry: an ornamental fabric, often in the form of a picture, used for wall hangings, furnishings etc., and made by weaving coloured threads into a fixed warp.

On flirting

I have been thinking a lot about the origin and purpose of flirting recently, as well as its expression in language as a creative and literary act. To my mind, flirting is best described as a primitive instinct expressed through cultural filters. The primitive behaviour is sexual interest in a partner, and the cultural filter is a means of expressing this interest which is both socially acceptable and allows the actor to manage the risk of rejection. 

There are many obvious examples in nature of behaviours which indicate readiness and willingness to mate. The peacock’s fan, bird song, all kinds of dances. Some are highly elaborate to the point of weirdness. The male giraffe for example rubs the female’s rump with his neck till she pees. He then drinks the pee to discern whether or not she is in heat.

Such behaviour would never do in polite human society. For us, sexual behaviours are subject to strict taboos. Sexual relations necessarily involve such powerful and disruptive instincts that they threaten social cohesion. We are not great citizens when in the grip of lust, and there is always the underlying issue of competition. If someone else is having sex with a partner, then you, almost necessarily, are not.

It therefore becomes necessary to temper displays of sexual interest to make them more socially acceptable. This involves inventing a secondary language of attraction which can be decoded only by those who are tuned into that attraction. Hence the entire repertoire of hair flicking, smiling, gazing, head tilting, etc.

But we also flirt when we are alone with our partner, suggesting that it is not solely the result of conformity to social mores. There is of course a lot to be gained and lost in the expression of sexual interest. Sex is after all the greatest prize in all evolution. But our culture too bestows high status on those who win and retain a partner.

Anxiety over rejection in a potential sexual encounter also explains why flirting takes the form of a subtle and ambiguous language. Flirting has been called ‘intention without intention’. That hair flick may be a come on. But it may equally be just a hair flick. And expert flirters will dial up and down the volume of their signals depending on the feedback that they receive.

A final word. The language of literature, and of poetry in particular, has a lot in common with flirting. Irony, ambiguity, symbol, metaphor - all of these literary devices allow the expression of multiple meanings at once. Through expert use of these devices, authors mask, filter and proliferate their intentions, leaving the discerning reader in the position of divining their design. Or lack of it.

This is one reason why, in the service of desire, linguistic intelligence may be the most effective trait, albeit one which must find its mirror in a partner who can speak the same language.

It also explains why flirting can become an end in itself. Couples in the isolation of their nuptial suite, partners who have been together for years, can and do still flirt. Here, I would argue, the behaviour has become motivating in itself. It has lost its exclusive status as an instrument of seduction and become instead a joyous game in which the promise of meaning may or may not be present. Just like poetry.

Thursday, 15 June 2017

Designing Authentic Assessment Tools for Experiential Learning

Andrew Kerrigan of the Centre for Global Programmes shares best practice in engaging learners and propelling learning toward programme outcomes while teaching Twenty-first Century Skills.


Introduction

In March 2017, the Centre for Global Programmes ran a Creative Problem-solving module on a short-course for undergraduate students of Tohoku University, Japan. In response to a request from Tohoku for increased integration with York students, equal numbers of York students from all over the university were recruited to learn alongside the Tohoku students. Over six sessions, the students were introduced to a framework for creative problem-solving - from framing the problem, to pitching the solution to potentially resistant adherents of the status quo. Classroom sessions interspersed tutor presentations with small group work, thought experiments, reflective questionnaires, research, and discussion. As an outcome, the module required each mixed-student group to come up with an original strategy to solve a real-life problem close to home for which they all had expertise, namely how to encourage more York students to go on mobility projects in Japan. The module came to a close after three weeks with a poster presentation to York students and Study Abroad professionals, who understandably had a vested interest in engaging with the students’ strategies and rationales.

This innovative programme is typical of the courses now being developed at CGP. While the Centre’s core business remains English language, culture and academic taster programmes, over recent years, the Centre has branched out into designing and delivering programmes on so-called Twenty-first Century Skills such as Creativity, Intercultural Competence and Employability. Despite this diversification, our programme designers and tutors bring to the teaching of content the same methodologies which underly best practice in ELT, that is student-centredness, a pronounced preference for content with a high surrender value, the closest possible fit between assessment, learning outcomes and programme content, and a sensitivity to pace and interaction patterns sufficient to maintain high levels of student engagement. Finally, as a support department, our programmes are non credit bearing, and the majority of our students come to York during their vacation period. In addition to enhancing students language or creative competence, there is often an explicit objective that the York programme should broaden ‘students horizons’, and encourage them to experiment and reflect. Despite this, our programmes are assessed, with students’ grades and reports sent back to to the partner university at course end. In addition, partners can award credit on the basis of so there is always the need to ensure valid and reliable measures of student learning.

It will be clear from my description of the activities and ethos of CGP that our staff are professional teachers and syllabus designers operating within an environment which gives them considerable freedom to innovate, particularly when it comes to pushing the limits of experiential learning and authentic assessment. Central to the York pedagogy, is the notion of learning by doing, of learning activities which promote active student engagement and of strategies to propel learning toward programme outcomes. Recent policy developments in HE have made the pursuit of excellence in teaching vital to the success of universities. There is, however, very few genuinely new ideas in education, and at a time when best practice in pedagogy is up for debate, it is precisely in forums such as these that ideas tried and evaluated within one teaching-and-learning context might find application in another.

Twenty first century skills

The Higher Education Academy defines twenty-first century skills as a set of “literacies, competencies and character qualities that are believed to be critically important to success in the modern world”, namely

literacies (literacy, numeracy, citizenship, digital, and media); competencies (critical thinking, creativity, collaboration); and character qualities (curiosity, initiative, persistence, resilience, adaptability, leadership). (HEA, 2017).

These skills are of course nothing new. What is new is the consensus that in an age of increasing automation and fake news, success defined in individual terms, as well as that of developed and democratic nations, is heavily dependent on cultivating these skills. As a body of non-specialist skills and knowledge, twenty-first century skills have wide appeal, and can be taught to students regardless of the language or course of study. In this sense, they lend themselves to our Centre’s need to develop a programme for a varied cohort for students who wish to learn alongside York students. Opinions differ about how these skills are learned, and how explicitly they should be taught. However, our experience delivering these skills in mixed groups is that today’s students, regardless of origin, are looking for their university education to equip them with skills and knowledge that will allow them to gain a competitive advantage in their professional lives. Lastly, as a body of predominantly procedural rather than declarative knowledge, twenty-first century skills also lend themselves to development through experiential learning. In this sense, they complement well the existing practices of the CGP teaching team.

Experiential learning and authentic assessment

In 2014 CGP designed its first short-course for undergraduates of Tohoku University Japan. The main driver of this programme was recent legislation from the Japanese government making funding available for graduate mobility programmes with a specific emphasis on employability. The syllabus therefore contained an Employability Skills component including a focus on leadership, team-work, motivation and avoiding group-think.

As practitioners with a background in ELT, CGP designers approached syllabus design from the perspective of a variant on Task-based Learning. Taking team-work as an example, within this paradigm, a standard small-group task requiring complex coordination was introduced, which students then worked to complete. At task end, a stage of feedback and reflection followed. If the tutor felt it necessary, key sub-skills flowing from the task were isolated and subject to analysis and micro-practice before goal setting and a subsequent round of practice.

While individual sessions on the employability skills took this form, a learning journal based around the STAR framework (Situation, Task, Action, Result) was completed by the student each week in order to consolidate learning and encourage transferability. This framework was chosen precisely to prepare the students for the final assessment, which took the form of a job interview for the role of student intern. One of the issues in developing authentic experiential assessment tools is finding a context that encourages the student to display learning for tutor evaluation, while maintaining the students’ involvement in and ownership of that experience. The intern interview task was widely perceived by the students as a task that not only synthesised learning on their programme, but also allowed them to practice packaging this learning for future professional gain. Finally, as with all of our programmes, the assessment criteria were written to be understood by the students, free from meta-concepts and ‘teacher-ese’. During a preparation phase, time was taken to explain these criteria to the students using concrete examples. The same criteria were also used after the assessment as a means of generous, specific and timely formative feedback, as well as onward goal-setting.

Concluding Comments

Following the two programmes here described, the participants completed an in-depth evaluation form. The feedback from Tohoku and York students alike indicated that they found the programmes engaging, useful, challenging and, in a few instances, transformative. Well versed in experiential learning, CGP staff have also learned over the years, and these lessons may be of use to colleagues searching for ideas to enhance teaching and learning in their contexts: (A) Authentic assessment tools, whether these be interviews or developing strategies to influence policy within the university, are one of the most effective means of propelling experiential learning toward programme outcomes; (B) Teaching skills through repeating task cycles interspersed with reflection, and bringing students together in multicultural, interdisciplinary groups to work on open-ended problems are excellent means of promoting student engagement, not to mention incidental learning; and (C), taking the time to explain the assessment criteria on their own terms, and thereafter using it for generous, specific and timely formative feedback, is not only a means of giving students ownership over the assessment process, but is also a highly-rated use of student-tutor contact time.

References

--- The Higher Education Academy, 2017. 21st century skills. [online] Available at: https://www.heacademy.ac.uk/knowledge-hub/21st-century-skills [Accessed 14.05.2017]








Sunday, 19 June 2016

The problem with referenda

Caught philosopher Roger Scruton's timely "A Petition to End Petitions" on Radio 4 this morning (A Point of View), in which he outlined Edmund Burke's distinction between political "delegates" and "representatives". It started a train of thought that ran through Isaiah Berlin eventually to provide logical justification to a nagging sensation I have had for some weeks now that this referendum is fatally flawed.

With a distinction between delegates and representatives, Burke argued that it was the role of elected representatives not simply to act as a mouthpiece for their constituents, but to apply judgment to what can often be ill-informed and reactionary opinion: "Your representative owes you, not his industry only, but his judgment; and he betrays, instead of serving you, if he sacrifices it to your opinion."

With his distinction between positive and negative freedom, Isaiah Berlin sheds light on the origin of judgment:

Imagine you are driving a car through town, and you come to a fork in the road. You turn left, but no one was forcing you to go one way or the other. Next you come to a crossroads. You turn right, but no one was preventing you from going left or straight on. There is no traffic to speak of and there are no diversions or police roadblocks. So you seem, as a driver, to be completely free. But this picture of your situation might change quite dramatically if we consider that the reason you went left and then right is that you're addicted to cigarettes and you're desperate to get to the tobacconists before it closes. Rather than driving, you feel you are being driven, as your urge to smoke leads you uncontrollably to turn the wheel first to the left and then to the right. Moreover, you're perfectly aware that your turning right at the crossroads means you'll probably miss a train that was to take you to an appointment you care about very much. You long to be free of this irrational desire that is not only threatening your longevity but is also stopping you right now from doing what you think you ought to be doing.

This story gives us two contrasting ways of thinking of freedom. On the one hand, one can think of freedom as the absence of obstacles external to the agent. You are free if no one is stopping you from doing whatever you might want to do. In the above story you appear, in this sense, to be free. On the other hand, one can think of freedom as the presence of control on the part of the agent. To be free, you must be self-determined, which is to say that you must be able to control your own destiny in your own interests. In the above story you appear, in this sense, to be unfree: you are not in control of your own destiny, as you are failing to control a passion that you yourself would rather be rid of and which is preventing you from realising what you recognise to be your true interests. One might say that while on the first view liberty is simply about how many doors are open to the agent, on the second view it is more about going through the right doors for the right reasons.

Putting these two ideas together, one can sense more clearly not only the difficulty of becoming an enlightened political citizen in an age of mass media, but also the problem with popular referenda. In an age of mass communication and limited attention spans, media outlets abandon lengthy and cognitively expensive appeals to reason and instead seek to persuade us through emotional appeals. More specifically, fear, anger and resentment are the buttons inside us which they seek to press, stupefying our reason and short-circuiting our freedom. Thus affected, the arbiter of our better judgement is compromised at the precise moment that the representative that would arbitrate for us is taken out of the equation. In the absence of enlightened and liberated opinion, unmediated fear, anger and resentment are currently at the wheel of our democracy and stand a real chance of driving us over the edge.